In recent years greater recognition has been afforded to the importance of learning from student experiences. Research conducted in this area has demonstrated how students with special educational needs can provide insights into their learning needs and how teacher interventions can either support or inhibit learning. In this session we will present data from research which identifies those teacher actions and behaviours which encourage student participation. In addition we will identify changing adult roles and support structures which are being implemented in classrooms to provide increased opportunities for students to influence their own learning. In particular we will consider how teacher expectations, the creation of empathetic learning environments and the structuring of teaching and classroom support can enable students to comment on and take more responsibility for their own learning. The work presented will build upon earlier studies which we conducted as part of the Encouraging Voices project and will draw upon new research which will inform the book Partnerships for Participation: Encouraging Positive Student Involvement in Learning to be published in 2009